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EN 38Sophomore Essentials of English

Course Curriculum Aligned to the Arizona English Language Arts Standards

(Reading, Writing, Speaking & Listening, Language)

GOVERNING BOARD APPROVAL AUGUST 2017

Table of Contents

Document Introduction..................................................................................................................................................Page 1

Standards Overview.....................................................................................................................................................

Course Overview..........................................................................................................................................................Page 4

Coding.......................................................................................................................................................................... Page 5

Reading Standards.......................................................................................................................................................Page 6

Reading for Literature .............................................................................................................................................Page 8

Reading for Informational Text..............................................................................................................................Page 13

Writing Standards.......................................................................................................................................................Page 20

Speaking and Listening Standards.............................................................................................................................Page 34

Language Standards..................................................................................................................................................Page 40

Language Standards Progression Chart....................................................................................................................Page 46

Arizona English Language Arts Standards Grades 9-10............................................................................................Page 48

Introduction

Arizona English Language Arts StandardsThe Arizona English Language Arts Standards define the knowledge, understanding, and skills that need to be effectively taught and learned for all students to be ready to succeed in credit-bearing college courses, in the workplace, and/or in military service. The standards present a vision of what it means to be a literate person in the twenty-first century. Grade-specific K-12 standards in Reading, Writing, Speaking and Listening, and Language translate the broad aims of The Arizona English Language Arts Anchor Standards into age-appropriate and attainment-appropriate terms. These standards allow for an integrated approach to literacy to help guide instruction. Academic Standards are adopted at the state level by the Arizona State Board of Education.

Mesa Public Schools Curriculum DocumentsIn response to the release and revision of Arizona English Language Arts Standards, Mesa brought together workgroups made up of content experts for each grade level. These groups included representation from each of the district’s high school campuses and teachers experienced in each of the courses offered in the district. The 9th and 10th grade expert groups worked in conjunction to create an instructional progression for each standard in each strand of the English Language Arts Standards that reflects an intentional scaffolding within the 9-10 grade band. The curriculum documents that resulted provide the following:

an overview of The Arizona English Language Arts Standards identifying skills students will learn in each grade band by strand: Reading (literature and informational text), Writing, Speaking and Listening, and Language

course information including course number, level of difficulty, and course descriptions a key to the correct coding of standards a breakdown of suggested quarterly progression of instruction per standard by strand a suggested bank of resources available to ELA teachers to support standard-based instruction provided next to each standard

The Arizona English Language Arts Standards in and of themselves are not a curriculum prescribed by the state. These documents provide a suggested progression towards mastery of Arizona standards created by Mesa teachers. These progressions identify the sequence of focuses for instruction by standard as well as a suggested time frame for advancement. These should be used in conjunction with textbooks and resources adopted by the district, supplemental resources provided by the school, as well as instructional tools suggested in the right-hand column below each standard.

While unique curriculum documents have been created by course, the documents do not eclipse educator expertise. Suggested progressions, time frames, and strategies may be adjusted in order to meet the needs of a specific group of students. However, the expectation is that every student achieve mastery of every standard in its entirety by the end of year in alignment with the grade band progression.

1

Introduction

Design Features for MPS Curriculum DocumentsGrade band standards appear with the appropriate code and full text of the standard taken from The Arizona English Language Arts Standards. Below each standard are two columns.

The left-hand column contains a suggested progression for instruction broken down by quarter. This progression is unique to each course. Any bolded portion of the text within this progression indicates a new focus for the quarter.

The right-hand column contains suggestions from the grade level expert groups for activities, structures, and strategies that might aid in instruction specific to each standard. These strategies may appear more than once, lending themselves to multiple standards; however, the list is in no way an exhaustive or prescriptive list of required strategies. Teachers, PLCs, and departments are encouraged to continually work to refine and add resources that will facilitate effective instruction for their students.

Entire Arizona English Language Arts Standard

Standard CodeGrade Band, Strand, Standard

Suggested Activities for InstructionThis column contains activities, structures, and strategies that might aid in instruction specific to each standard. Note that this list is in no way an

exhaustive or prescriptive list of required strategies.

Standard and Suggested ProgressionThis column contains a suggested progression for

instruction broken down by quarter.

Bolded text indicates a new focus for the

quarter.

2

OverviewArizona’s English Language Arts Standards work together in a clear progression from kindergarten through 12th grade. This document provides a brief overview of the skills a student will learn at this grade. Each standard builds on the standard that came before and towards the standard that comes in the next grade level. Each standard is expected to be taught as appropriate for the grade-level. Some standards appear to have similar wording at multiple grade levels; however, it is understood that they are to be applied with increased focus to progressively more challenging texts and tasks.

Reading Standards for Literature: Independently and proficiently read grade-appropriate and increasingly complex literature from a variety of genres Critically analyze elements of literature: plot, theme, characters, setting, figurative language, tone, conflicts, point of view, and author’s purpose Use details to cite and analyze examples from the text Analyze how an author’s choices about structure, order of events, or manipulation of time create such effects as mystery, tension, or surprise Analyze author’s word choice and intent to examine impact on meaning and tone

Reading Standards for Informational Text: Analyze supporting details to infer meaning and determine main ideas and author’s purpose Analyze and synthesize texts to determine how structure and organization impact the presentation of information and its effectiveness in conveying

information and support claims Support their analysis with strong textual evidence

Writing Standards: Craft quality argumentative, informative, and narrative writing for a variety of tasks, purposes, and audiences, both formal and informal Integrate and synthesize information and evidence into the text selectively to maintain the flow of ideas, avoid plagiarism, and follow a standard format for

citation appropriate for the task and audience Plan, draft, revise, and edit writing in an effective and strategic manner

Speaking and Listening Standards: Demonstrate collaborative discussion/listening skills in a variety of settings, both formal and informal Extend speaking and listening skills to include paraphrasing, summarizing, and directly citing information from a variety of sources Present information using various forms of multimedia technology appropriate to the task, purpose, and audience

Language Standards: Demonstrate mastery of grade level conventions (grammar, capitalization, punctuation, and spelling) Develop and utilize knowledge of Standard English conventions strategically in a variety of communication tasks for different purposes and audiences;

Write and edit work so that it conforms to the guidelines in a style manual Use parallel structure and various types of phrases and clauses to convey specific meanings and add variety and interest to writing or presentations Determine the meanings of unknown words and figurative language using a variety of strategies

3

Overview

Course #: EN38 Grade Level: 10th Grade

Course Name: Sophomore Essentials of English Level of Difficulty: Low

Prerequisites: None # of Credits: 1 (2 Sem.)

Course Description: This course reinforces basic skills in reading and writing while teaching the essential skills of Sophomore English at a slower, more individualized pace. EN 38S: Course may be taken only upon teacher approval. Course content and pace of instruction will be differentiated to meet the specialized needs of the student.

ARIZONA’S ENGLISH LANGUAGE ARTS STANDARDS

READING SPEAKING AND LISTENING

Key Ideas and Details

Craft and Structure

Integration of Knowledge and Ideas

Range of Reading and Level of Text Complexity

Comprehension and Collaboration

Presentation of Knowledge and Ideas

WRITING LANGUAGE

Text Types and Purposes

Production and Distribution of Writing

Research to Build and Present Knowledge

Range of Writing

Conventions of Standard English

Knowledge of Language

Vocabulary Acquisition and Use

Teacher’s Note:

The design of the Arizona English Language Arts Standards includes two-year grade bands for the high school level, meaning the standards for Grade 10 are

4

Overviewthe same as those for Grade 9. As teachers begin their instruction for 10th Grade, they should keep in mind that students have worked on these same skills in 9th

Grade. Instruction for 10th Grade should include rigor as students read complex texts. This should be demonstrated through sophistication in writing, which includes all aspects of language use, from vocabulary and syntax to the development and organization of ideas. Students should address demanding content and sources. By the end of the 10th Grade year, they should show mastery of the skills indicated in each standard independently and proficiently.

5

Coding

9-10.RL.1

Standard 1Grades 9-10

Strand: Reading

Literature

6

READING STANDARDS

7

SOPHOMORE ESSENTIALS OF ENGLISH EN38READING STANDARDS FOR LITERATURE

STANDARD AND SUGGESTED PROGRESSIONSUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES

9-10.RL.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.1st Quarter Cite textual evidence; make inferences from the text. Critical Reading/AVID Strategies:

identify the literary focus (theme, characterization) and underline the evidence

Plot Diagram:

list specific quotes from text for each sectionGraphic Organizer (plot, characterization, symbolism)

Practice MLA citation format

Guided Questions

Character Analysis: Find support to validate evaluation (citation)

Note: For each standard, be sure to review and reteach academic vocabulary, incorporate extensive modeling, and provide step-by-step instruction, in order to meet students’ needs.

2nd Quarter Select and cite strong evidence from text to support explicit meaning and inferences.

3rd Quarter Select and cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

4th Quarter Mastery of the standard in its entirety, independently and proficiently.

9-10.RL.2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.1st Quarter Determine a theme or central idea of a text and analyze its development over

the course of the text; provide an objective summary of the text. Create original theme outline

Graphic organizer

Sentence starters

Non-verbal representations of summary:

cartoon, comic strip, poster, digital story, storyboard, children’s book based on theme, act out as skit

State the theme in a sentence; identify lesson or message of text

Make connection between theme and title

2nd Quarter Determine a theme or central idea of a text and analyze in detail its development over the course of the text; provide an objective summary of the text.

3rd Quarter Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

4th Quarter Mastery of the standard in its entirety, independently and proficiently.Bold text indicates focus for scaffolding 9

SOPHOMORE ESSENTIALS OF ENGLISH EN38Use 25 words to summarize the text


READING STANDARDS FOR LITERATURE


MPS RESOURCES

9-10.RL.3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.1st Quarter Analyze how complex characters (e.g. those with multiple or conflicting

motivations) develop and interact with other characters.Create a Facebook page for a complex character

Character web

Journal entry from character’s point of view

Dialectical journal

Venn diagram

Assume the role of a character

write letters to another character exchange and reply

Character Motivation Chart

what motivates a character and how that develops the plot or the theme

Identify the traits of the complex characters

interaction, motives, choices Create character meme


2nd Quarter Analyze how complex characters (e.g. those with multiple or conflicting motivations) develop, interact with other characters, and advance the plot or develop the theme.

3rd Quarter Analyze how complex characters (e.g. those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.


9-10.RL.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative

Bold text indicates focus for scaffolding 10

SOPHOMORE ESSENTIALS OF ENGLISH EN38

meanings; analyze the cumulative impact of specific word choices on meaning and tone.1st Quarter Determine the meaning of words and phrases as they are used in the text,

including figurative and connotative meanings and tone.TP-CASTT (title, paraphrase, connotation, attitude, shifts, title,

theme)

Analyze author’s use of dialect

historical context local color

2nd Quarter Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.



MPS RESOURCES

3rd Quarter Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.

Analyze author’s word choice

identify patterns of diction identify author’s purpose

Rewrite an excerpt in modern language in order to understand time/place and formal/informal tone

Note: By second quarter, instruction should begin to address how the language evokes a sense of time and place and how it sets a formal or informal tone.

Note: For this standard, be sure to review and reteach academic vocabulary, incorporate extensive modeling, and provide step-by-step instruction, in order to meet students’ needs.


9-10.RL.5: Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise. 1st Quarter Analyze how an author’s choices creates such effects as mystery, tension, or

surprise.Map the structure of the plot and its effects

parallel plots flashback pacing

Create storyboards that reflect text’s effects

Write mini screenplays that mimic the text’s effects

2nd Quarter Analyze how an author’s choices concerning how to structure a text, order events within it , and manipulate time create such effects as mystery, tension, or surprise.



Compare/contrast two or more works (i.e. novel, short story, film clip, poem, essay, etc.)

Track changes, choices, and order of events


3rd Quarter Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.

4th Quarter Mastery of the standard in its entirety, independently and proficiently



MPS RESOURCES

9-10.RL.6: Analyze how points of view and/or cultural experiences are reflected in works of literature, drawing from a variety of literary texts. 1st Quarter Analyze a particular point of view (cultural perspective/worldview)

reflected in works of literature, drawing from a variety of literary texts.Compare/contrast

American version of texts with those from other cultures (i.e., myths, fairy tales)

Research

history/culture author biography/background or author’s purpose

(exigence)Analyze author’s point of view

Analyze character’s point of view

Analyze how a particular culture is revealed

2nd Quarter Analyze a particular cultural experience reflected in works of literature, drawing from a variety of literary texts.

3rd Quarter Analyze how points of view and/or cultural experiences are reflected in works of literature, drawing from a variety of literary texts.


SOPHOMORE ESSENTIALS OF ENGLISH EN38Use poetry and short stories in addition to longer text

Role-play scenarios from text

Note: It is suggested that in order to thoroughly and effectively address the standard, works from a wide variety of cultures and global experiences be addressed.



9-10.RL.7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.1st Quarter Analyze the representation of a subject in two different artistic mediums. Compare/contrast

song to text painting to sculpture poem to artwork theater production to film

T-chart, Venn Diagram, journal, quick write

2nd Quarter Analyze the representation of a key scene in two different artistic media.



MPS RESOURCES

3rd Quarter Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

Avoid exclusively focusing on reading and watching a film interpretation

Note: Refer to adopted resources for examples of artwork and cultural links. Integrate photography, sculpture, music, paintings, interpretive dance, etc.





9-10.RL.8 (Not applicable to literature)

9-10.RL.9: Analyze how an author draws on and transforms source material in a specific work.1st Quarter Analyze how an author draws on source material in a specific work. Research the origins of allusions

Biblical, mythological, Shakespearean, etc.Identify an allusion within a text

analyze why the author chose to use it o oral presentationo small group sharing

Identify/analyze allusions in song lyrics


2nd Quarter Analyze how an author draws on and transforms source material in a specific work.

3rd Quarter Analyze how an author draws on and transforms source material in a specific work.


10.RL.10: By the end of the year, proficiently and independently read and comprehend literature, including stories, drama, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grade 10.For more information about text complexity, please see the Arizona ELA Standards’ Glossary. An approximate Grades 9-10 quantitative complexity measure is 1050-1335 Lexile.

Read and analyze a variety of texts

Incorporate independent reading of a variety of extended texts

Utilize close reading strategies to build proficiency

READING STANDARDS FOR INFORMATIONAL TEXT

STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES

9-10.RI.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn Bold text indicates focus for scaffolding 14


from the text.1st Quarter Select and cite textual evidence; make inferences from the text. Write an outline that incorporates textual evidence with

proper citations

Use graphic organizers

Use critical thinking and critical reading techniques to identify strong/thorough arguments and claims

Use mini lessons

evaluate for effectiveness of quotations Three Part Source Quote Integration (quotations) MLA format


2nd Quarter Select and cite textual evidence to support explicit meaning and inferences.

3rd Quarter Select and cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.


9-10.RI.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.1st Quarter Review and determine a central idea of a text and analyze its development over the

course of the text; provide an objective summary of the text. Identify and interpret organizational patterns

chronological compare-contrast problem-solution cause and effect definition

Create an outline to identify development of central idea Write a precise summary in twenty-five wordsRhetorical precisNote: For this standard, be sure to review and reteach academic vocabulary, incorporate extensive modeling, and provide step-by-step instruction, in order to meet students’ needs.

2nd Quarter Determine a central idea of a text and analyze in detail its development over the course of the text; provide an objective summary of the text.

3rd Quarter Determine a central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.



SOPHOMORE ESSENTIALS OF ENGLISH EN38READING STANDARDS FOR INFORMATIONAL TEXT


MPS RESOURCES

9-10.RI.3: Analyze how the author constructs an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.1st Quarter Analyze how the author organizes an analysis or series of ideas or events

including the order in which the points are made.Identify and interpret organizational patterns

chronological compare-contrast problem-solution cause and effect definition

Identify and analyze author’s form of reasoning (inductive or deductive)

Re-order fragmented essay/informational text in logical order

Sentence Strips to put essay/informational text in chronological order (pre/post reading)

Chart changes or shifts in organization throughout text; can be paired with annotations


2nd Quarter Analyze how the author organizes an analysis or series of ideas or events including the order in which the points are made and how they are introduced and developed.

3rd Quarter Analyze how the author organizes an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.


9-10.RI.4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone.1st Quarter Determine the meaning of words and phrases as they are used in the text, including

figurative, connotative, and technical meanings.Analyze formal and informal tone

Compare and contrast diction in a variety of texts.

Venn Diagram T-chart



Mini-lesson

Task-Audience-Purpose SOAPSTone Analyze conventions of multiple genres



MPS RESOURCES

2nd Quarter Determine the meaning of words and phrases as they are used in the text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone.

Use context clues and textual purpose to identify meaning of words/phrases

Identifying and building awareness of resources - digital and otherwise

Rewrite a text in another mode or for a different audience (changing appeals)

newspaper

ad slogans

television commercials

court opinion

opinion editorials


3rd Quarter Determine the meaning of words and phrases as they are used in the text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone.


9-10.RI.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, Bold text indicates focus for scaffolding 17


or larger portions of a text (e.g., a section or chapter).1st Quarter Analyze how an author’s ideas or claims are developed and refined by particular

sentences and paragraphs.Rhetorical precis

Graphic organizers

claim/evidence T-chart

reason/evidence T-chart

Say-Mean-Matter chart


2nd Quarter Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences and paragraphs.

3rd Quarter Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).




MPS RESOURCES

9-10.RI.6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.1st Quarter Determine an author’s point of view in a text and analyze how an author uses

rhetoric to advance that point of view.Identify rhetorical devices that create specific effects (i.e. sentence variety, understatement, over-generalization, repetition, etc.)

Aristotle’s Rhetorical Triangle

logos, ethos, pathos 2nd Quarter Determine an author’s purpose in a text and analyze how an author uses rhetoric

to advance that purpose.


SOPHOMORE ESSENTIALS OF ENGLISH EN38Analyze rhetorical devices used to establish point of view or purpose Task-Audience-Purpose

Identify appeals: political cartoon, junk mail, credit card application, movie, commercials, or television show trailers

Create a product that uses logos, ethos, pathos have the class determine the purpose or point of the product/presentation

Analyze different modes of advertisements


3rd Quarter Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.


9-10.RI.7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

1st Quarter Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia).

Refer to adopted resources for examples of artwork and non-fiction selections for comparison

Compare:

the author’s oral rendition of his work to its written version

a political cartoon to an editorial with similar themes thematics in poetry and music themes across different writing genres TedTalks social media

2nd Quarter Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

3rd Quarter Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.



MPS RESOURCES

4th Quarter Mastery of the standard in its entirety, independently and proficiently. Note: For this standard, be sure to review and reteach academic vocabulary, incorporate extensive modeling, and


SOPHOMORE ESSENTIALS OF ENGLISH EN38provide step-by-step instruction, in order to meet students’ needs.

9-10.RI.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.1st Quarter Delineate and evaluate the argument and specific claims in a text, assessing

whether the reasoning is valid and the evidence is relevant.Evaluate argument for cause and effect, analogy, authority, rhetorical devices, repetition, sentence variety, fact-opinion

List reasons that make the author credible

Rhetorical devices chart to identify examples and effect

Use rhetorical devices chart to write a brief paragraph explaining how the structure and tone is relevant to the piece and its appeal

Analyze author’s intent and whether it is valid based on title, publisher, date, and URL.

Analyze for logical fallacies, then rewrite

Analyze political speeches, letters to the editor, commercials, etc. to identify fallacies


2nd Quarter Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements.

3rd Quarter Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.


9-10.RI.9: Analyze seminal/primary documents of historical and literary significance, including how they address related themes and concepts.

1st Quarter Analyze seminal/primary documents of historical and literary significance. Refer to adopted resources for materials

2nd Quarter Analyze seminal/primary documents of historical and literary significance, including


SOPHOMORE ESSENTIALS OF ENGLISH EN38how they address related themes and concepts. Identify primary and secondary sources

Task-Audience-PurposeSay-Mean-Matter chartCritical reading strategies Analyze rhetorical devices

3rd Quarter Analyze seminal/primary documents of historical and literary significance, including how they address related themes and concept.



MPS RESOURCES

4th Quarter Mastery of the standard in its entirety, independently and proficiently. Note: For this standard, be sure to review and reteach academic vocabulary, incorporate extensive modeling, and provide step-by-step instruction, in order to meet students’ needs.

10.RI.10: By the end of the year, proficiently and independently read and comprehend informational texts and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grade 10.For more information about text complexity, please see the Arizona ELA Standards’ Glossary. An approximate Grades 9-10 quantitative complexity measure is 1050-1335 Lexile.

Read and analyze a variety of texts


WRITING STANDARDS

23

SOPHOMORE ESSENTIALS OF ENGLISH EN38WRITING STANDARDS

STANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTIONMPS RESOURCES

9-10.W.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

e. Provide a concluding statement or section that follows from and supports the argument presented.

1st Quarter Write arguments to support claim in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

a. Introduce claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes relationships among claim(s), counterclaims, reasons, and evidence.

b. Develop claim(s) and counterclaims fairly.c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and

clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

d. Establish and maintain a formal style and objective tone.e. Provide a concluding statement or section that follows from and supports the argument

presented.

Note: These suggestions apply to all quarters.

• Identify claims in the text (sample essays and informational texts)

• T-charts,AVID writing templates, Venn Diagram to explore different viewpoints and evidence

• Utilize argument outlines• Model writing a complete

argument essay for students, including all elements of the writing process.

• RAFT (role, audience, format, topic)

• Passive voice vs. active voice• Compose an argument piece for a

specific audience

2nd Quarter Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.


b. Develop claim(s) and counterclaims fairly, supplying evidence for each.c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and

clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.


e. Provide a concluding statement or section that follows from and supports the argument.

Bold text indicates focus for scaffolding25



3rd Quarter Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.


b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates audience’s knowledge level and concerns.

c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.


e. Provide a concluding statement or section that follows from and supports the argument presented.

Note: These suggestions apply to all quarters.

• Identify claims in the text (sample essays and informational texts)

• T-charts, AVID writing templates, Venn Diagram to explore different viewpoints and evidence

• Utilize argument outlines• Model writing a complete

argument essay for students, including all elements of the writing process

• RAFT (role, audience, format, topic)

• Passive voice vs. active voice• Compose an argument piece for a

specific audience4th Quarter Mastery of the standard in its entirety, independently and proficiently




9-10.W.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.e. Establish and maintain a formal style and an appropriate tone while attending to the norms and conventions of the discipline in which they are

writing.f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating

implications or the significance of the topic).1st Quarter Write informative/explanatory texts to examine and convey complex ideas, concepts, and

information clearly and accurately through the effective selection, organization, and analysis of content.

a. Introduce a topic; organize ideas, concepts, and information.b. Develop the topic with relevant facts, definitions, details, quotations, or other

information and examples to the audience’s knowledge of the topic.c. Use appropriate and varied transitions to link the major sections of the text, and

create cohesion.d. Use precise language and domain-specific vocabulary.e. Establish and maintain a formal style and objective tone.f. Provide a concluding statement and supports the information or explanation

presented.

Possible Products essay business letter proposal resume letter of intent email (settings and formatting)

Incorporate organizational patterns chronological compare-contrast problem-solution

Provide blank outline to identify development of central idea

Create multimedia presentations

Create a works cited and annotated bibliography

Use primary and secondary source to support thesis of essay




2nd Quarter Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations.


d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Group Transition Activity (Fill-in transitions) provide groups with sentences/paragraph

missing transitions have students choose and defend

appropriate transitions; present to class

Still life photograph (descriptive writing) write a description of a still life image (similar

to form or concrete poetry) using descriptive words

Elevate an informal writing excerpt to a formal tone using academic vocabulary and norms

Write multiple letters to various audience (parents, businessman, friend)

In groups, provide students with an example of a concluding paragraph and have them rewrite it as a group

Provide students with an introduction and a conclusion paragraph and analyze how the thesis is restated but not repeated verbatim in the conclusion

Provide students with sample essay without the conclusion and have them write a conclusion for it (individual, group, or whole class activity)

3rd Quarter Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.


d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).





9-10.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.d. Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the experiences, events,

setting, and/or characters.e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

1st Quarter a. Orient the reader by setting out a problem, situation, or observation, establishing one point of view, and introducing a narrator and/or characters; create a plot progression.

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines to develop experiences, events, and/or characters.

c. Use a variety of techniques to sequence events.d. Use words, phrases, details, and language to convey a picture of the experiences, events,

setting, and/or characters.e. Provide a conclusion that follows from and reflects on what is experienced, observed, or

resolved over the course of the narrative.

Photo stories write a description of the photo

and/or a back story to a character in the photo

eliminate “to be” verbs and replace with active verbs

Plot diagrams

Story starters

Mini lessons for narrative techniques dialogue description multiple plot lines multiple narrators

Mini lessons for pacing devices/strategies Chronological order Flashbacks Foreshadowing




2nd Quarter a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one point of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines to develop experiences, events, and/or characters.

c. Use a variety of techniques to sequence events so that they build on one another.d. Use precise words and phrases, relevant descriptive details, and sensory language to

convey a vivid picture of the experiences, events, setting, and/or characters.e. Provide a conclusion that follows from and reflects on what is experienced, observed, or

resolved over the course of the narrative.

Mini lessons for developing imagery vivid verbs practice showing, not telling sensory images connotation and denotation

Mini lessons on narrative conclusion techniques

circular, cliff hanger, surprise, etc.

Note: For the entire standard: Use mentor texts to teach various aspects of effective narrative writing

3rd Quarter a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.

b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.

c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.

d. Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.

e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.





9-10.W.4 : Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)1st Quarter Standard in its entirety Rubrics

Analyze rubrics – what is the language/skill difference between scores Provide students with sample essays and grade them according to the analyzed rubric

SOAPSTone

Mini-lessons to address task, purpose, and audience (RAFTS: Role, Audience, Format, Topic, Strong Verb)

Focus/evaluate one or more of the Six Traits of Writing with writing assignments as appropriate to task, purpose and audience.

Ideas and Content: Writing is clear and focused, holding the reader’s attention throughout. Main ideas stand out and are developed by strong support and rich details. Purpose is accomplished.

Organization addresses the structure of the writing and integrates the central meaning and patterns that hold the piece together.

Voice will vary according to the type of piece, but should be appropriately formal or casual, distant or personal, depending on the audience and purpose.

Word choice reflects the writer’s use of specific words and phrases to convey the intended message and employs a variety of words that are functional and appropriate to the audience and purpose.

Sentence Fluency addresses the rhythm and flow of language. Sentences are strong and varied in structure and length.

Conventions address the mechanics of writing, including capitalization, punctuation, spelling, grammar and usage, and paragraph breaks.

2nd Quarter Standard in its entirety

3rd Quarter Standard in its entirety





9-10.W.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)1st Quarter Standard in its entirety Use these steps with every fully developed writing assignment (Note: the focus on addressing

what is most significant for a specific purpose and audience).

Prewriting• Prewriting includes using strategies to generate, plan, and organize ideas for specific

purposes.• Determine the purpose and intended audience of a writing piece• Generate ideas through a variety of activities• Establish a controlling idea appropriate to the type of writing• Use organizational strategies to plan writing

DraftingDrafting incorporates prewriting activities to create a draft containing necessary elements for a specific purpose.

Revising• Revising includes evaluating and refining the draft for clarity and effectiveness.• Evaluate the draft for use of ideas and content, organization, voice, word choice, and

sentence fluency• Add details to the draft to more effectively accomplish the purpose• Delete irrelevant and/or redundant information from the draft to more effectively

accomplish the purpose• Rearrange words, sentences, and paragraphs in the draft (effectively using transitional

words and phrases) in order to clarify the meaning or to enhance the writing style

EditingEditing includes proofreading and correcting the draft for conventions.

PublishingPublishing includes formatting and presenting a final product for the intended audience.







9-10.W.6: Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically.1st Quarter Standard in its entirety Utilize Google Docs, citation websites,

Word docs, etc.

Utilize group editing (Google Docs, Canvas, Turnitin.com)

Create group projects using technology

Publish book reviews online; publish blog posts on an individual or classroom blog; etc.




9-10.W.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.1st Quarter Conduct short research project(s) to answer a question (including a self-generated question) or solve

a problem; narrow or broaden the inquiry when appropriate; use source(s) on a subject, demonstrating understanding of the subject under investigation

Use a variety of appropriate online databasesMini lessons

Generating with self-generated questions

Narrowing focus of research question

Note: To make research more meaningful, connect to area of focus.

2nd Quarter Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation

3rd Quarter Conduct short, more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation





9-10.W.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.1st Quarter Gather relevant information from multiple authoritative print and digital sources, integrate information

into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation

NoRedInk.com

Identify what makes a source credible

Conduct independent research using online

databases

Advanced searches (adjusting settings, Boolean search)

Developing research questions (Costa’s Level of Inquiry)

AVID: Three Part Source Integration

MLA format

Create annotated bibliography

2nd Quarter Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation

3rd Quarter Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation


9-10.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grades 9–10 Reading standards to literature. b. Apply grades 9–10 Reading standards to informational and nonfiction text.

1st Quarter Standard in its entirety Compose a literary analysis essay

Analyze and discuss the significance of an allusion in a specific text

Identify claims and sub-claims of an assigned text

Identify false statements and fallacious reasoning

Compose a critique of a text analyzing the effectiveness of an author’s claims







9-10.W.10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.Use the writing process on short and extended writing assignments

Teach time management strategies to complete the process


SPEAKING AND LISTENING

STANDARDS

37

SOPHOMORE ESSENTIALS OF ENGLISH EN38SPEAKING AND LISTENING STANDARDS


MPS RESOURCES

9-10.SL.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

a) Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b) Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed.

c) Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

d) Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections based on the evidence and reasoning presented.

1st Quarter *The entire standard will be addressed each quarter with the following areas of emphasis:

a. Explicitly draw on preparation by referring to evidence from texts and other research on the topic or issue.

b. Work with peers to set rules for collegial discussions and decision-making; work with teacher

c. Provided clear goals and deadlines, and individual roles as needed.

d. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion.

e. Respond thoughtfully to diverse perspectives; summarize points of agreement and disagreement.

Socratic Seminars

Philosophical Chairs

Fish Bowl

Literature Circles

Critical Thinking Rubric

Planning sheet for any of the above activities

Socratic seminar prep (document pre-thinking and planning)

Cornell Notes

Have students establish roles in group assignments/ground rules note-taker speaker time keeper on-task keeper

Speaking and listening activities parroting paraphrasing what another group said

Speaking and Listening Activities (see above)

Discussion groups

2nd Quarter *The entire standard will be addressed each quarter with the following areas of emphasis:

a. Begin to stimulate a thoughtful, well-reasoned exchange of ideas.b. Work with peers to set rules for collegial discussions, decision-

making, and individual roles as needed; meet teacher-provided goals and deadlines.

c. Clarify and verify ideas and conclusions.d. Make connections in light of the evidence and reasoning

presented.



SPEAKING AND LISTENING STANDARDS


MPS RESOURCES

3rd Quarter *The entire standard will be addressed each quarter with the following areas of emphasis:

a. Stimulate a thoughtful, well-reasoned exchange of ideas.b. Work with peers to set rules for collegial discussions and

decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

c. Challenge ideas and conclusions.d. When warranted, qualify or justify their own views and

understanding

Assign a group leader to be discussion monitor using a checklist/rubric for discussion

Summarize what was discussed and reference 2-3 strong/relevant points that were made and agreement/disagreement with what was said

Speaking and listening activities (see above)

Sentence stems practicing respectful academic language (formal register);

review and post stems before group discussiono “I understand how you feel that way, but I

think…”o “Although you have evidence to support your

position, have you considered…” Reflection after discussion groups

Summarize what was discussed and reference several strong/relevant points that were made and agree/disagree with what was said

Supplement with Online Platforms

Canvas discussion boards, Socrative, Kahoot!, and other resources may be used to facilitate or enhance classroom discussion.


9-10.SL.2: Integrate multiple sources of information presented in diverse media and formats, evaluating the credibility and accuracy of each source.1st Quarter Evaluate the credibility and accuracy of a source. Refer to adopted text for examples of media sources

Rubric to measure credibility of sources• Author name present• Author credentials• Date of publication present

2nd Quarter Integrate multiple sources of information evaluating the credibility and accuracy of each source.

3rd Quarter Integrate multiple sources of information presented in diverse media or formats evaluating the credibility and accuracy of each source.


SOPHOMORE ESSENTIALS OF ENGLISH EN38• URL type

Note: Lends itself nicely and links to RL.7 and RI.84th Quarter Mastery of the standard in its entirety, independently and proficiently.

SPEAKING AND LISTENING STANDARDS


MPS RESOURCES

9-10.SL.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.1st Quarter Evaluate a speaker’s point of view, reasoning, and use of evidence and

rhetoric.Students evaluate published examples (commercials, political speeches, etc.), as well as other students’ examples

Create a rubric to evaluate multiple sources

Present video clips of closing arguments of court cases

Identify and analyze fallacies in a variety of mediums

Note: Lends itself nicely and links to RI.6 and RI.8

2nd Quarter Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning.

3rd Quarter Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.


9-10.SL.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task; use appropriate eye contact, adequate volume, and clear pronunciation.1st Quarter Present information, findings, and supporting evidence clearly, concisely,

logically, and appropriately to purpose, audience, and task such that listeners can follow the line of reasoning.

Sentence starters for transitions

Timed activities (limited prep time with teacher-provided documents) impromptu speeches debates jigsaw activity (becoming the expert on a small specified

portion/topic and then teaching the class)

2nd Quarter Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, and substance are appropriate to purpose, audience, and task.

3rd Quarter Present information, findings, and supporting evidence clearly, concisely,


SOPHOMORE ESSENTIALS OF ENGLISH EN38and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.


SPEAKING AND LISTENING STANDARDSSTANDARD AND SUGGESTED PROGRESSION SUGGESTED ACTIVITIES FOR INSTRUCTION

MPS RESOURCES

9-10.SL.5: Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.1st Quarter Make strategic use of digital media in presentations. PowerPoint (other Web 2.0 tool)

10-20-30 rule (no more than 10 slides; no longer than 20 minutes; no smaller than 30 point font)

Present but do NOT read the PowerPoint information Digital Storytelling

Online presentation resources

Presentation Rubric Form

Prezi

Original short films

Animoto

Kahoot!

PollEverywhere/Survey Monkey

2nd Quarter Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence.

3rd Quarter Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, evidence, and to add interest.


9-10.SL.6: Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)1st Quarter Entire standard every quarter. Variety of classroom discussion structures (Socratic Seminar,

FishBowl, Philosophical Chairs, etc.)

Impromptu speeches (for varying purposes)

Debates

2nd Quarter Entire standard every quarter.

3rd Quarter Entire standard every quarter.


SOPHOMORE ESSENTIALS OF ENGLISH EN384th Quarter Mastery of the standard in its entirety, independently and proficiently.


LANGUAGE STANDARDS

44

SOPHOMORE ESSENTIALS OF ENGLISH EN38LANGUAGE STANDARDS


9-10.L.1: Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.a. Use parallel structure.b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, and absolute) and clauses (independent,

dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.1st Quarter Demonstrate command of the conventions of

standard English grammar and usage when writing or speaking.

a. Use parallel structure.b. Use various types of phrases (noun, verb,

adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent, noun, relative, adverbial) to convey specific meanings.

NoRedInk.comGrammar instruction can include

bell work mini lessons in context with literature revision editing

Show models of correct and incorrect parallel structuresRe-write non-parallel sentences using parallel structure as a way to revise for fluencyWrite a brief paragraph using parallel structure for effect/purposeEnsure sentence diversity

check sentence beginning check sentence structure check sentence length

Students will cross check how many words are in their sentencesRevise for pre-determined number of specific sentence types

compound complex compound-complex

Magazine/magnet strip stories cut out or write words or sentences that fit the specific sentence types make sure the sentences are related organize the sentences to tell a story

Pass-on story writing and transformation assign a specific sentence type at each step of the story pass assign students to write a specific sentence type next student draws a picture that reflects the sentence and fold back to hide it next student write a sentence (following the type the teacher assigned) to describe

the picture and fold back the picture to hide it repeat the steps several times until the paper goes back to the original writer

2nd Quarter Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.


adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent, noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

3rd Quarter Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.


adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent, noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

4th Quarter Mastery of the standard in its entirety, independently and proficiently.Bold text indicates focus for scaffolding

46



9-10.L.2: Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.b. Use a colon to introduce a list or quotation.c. Use correct spelling.

1st Quarter Entire standard every quarter. Address in bell work, mini lessons, full lessons, and revision

Model and practice

Analyze work of other students

Teacher modeling in directions, objectives, examples, etc.

Wrap-up (Ticket-out-the-door) Activity: Use colons to create daily to-do lists

Practice using colons to introduce quotations

2nd Quarter Entire standard every quarter.

3rd Quarter Entire standard every quarter.


9-10.L.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

a. Write and edit work so that it conforms to the guidelines in a style manual.1st Quarter Apply knowledge of language to understand how

language functions in different contexts.Teach diction and syntax

Teach MLA format

Connect to Aristotle’s appeals/rhetorical triangle - pathos, logos, ethos

SOAPSTone: Subject, Occasion, Audience, Purpose, Speaker, Tone

STAMP: Subject, Tone, Audience, Message, Purpose

Teach registers of language and appropriate contexts for use

2nd Quarter Apply knowledge of language to understand how language functions in different contexts and to make effective choices for meaning or style.

3rd Quarter Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.





9-10.L.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

a. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).

b. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.

c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.

d. Verify the preliminary determination of the meaning of a word or phrase.1st Quarter Standard in its entirety. Vocabulary.com

Incorporate various vocabulary acquisition strategies AVID Vocabulary Graphic Organizer Diffusing Frayer Model Networding

Review of acceptable online dictionary and thesaurus resources including those in Word, GoogleDocs, etc.

Students map etymology of words compare/contrast denotative and connotative meanings of words identify synonyms, antonyms, homonyms, idioms, and puns Identify words with Greek and Latin roots, prefixes, and suffixes

Compare/contrast denotative and connotative meaning of words

2nd Quarter Standard in its entirety.

3rd Quarter Standard in its entirety.


9-10.L.5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.b. Analyze nuances in the meaning of words with similar denotations.

1st Quarter Standard in its entirety. Say, Mean, Matter analysis

AVID Saying/Doing analysis2nd Quarter Standard in its entirety.3rd Quarter Standard in its entirety.4th Quarter Mastery of the standard in its entirety,

independently and proficiently.




9-10.L.6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.1st Quarter Standard in its entirety. Demonstrate and encourage transition to academic register and vocabulary use

Guide students to independent techniques of vocabulary acquisition

Teach Costa’s terminology for academic task

Note: If all of the previous Language Standards have been addressed, this standard will be mastered.

2nd Quarter Standard in its entirety.3rd Quarter Standard in its entirety.4th Quarter Mastery of the standard in its entirety,

independently and proficiently.


Language Strand – Standards 1 & 2Progressive Skills by Grade

The Language standards offer a focus for instruction each year to help ensure that students gain adequate mastery of a range of skills and applications. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. The skills are likely to require continued attention in higher grades as they are applied to increasingly sophisticated writing and speaking.

KindergartenForm regular plural nouns orally by adding /s/ or /es/Use the most frequently occurring prepositions Capitalize the first word in a sentence and the pronoun IRecognize and name end punctuation

1st GradeUse common, proper, and possessive nounsUse singular and plural nouns with matching verbsUse personal, possessive, and indefinite pronounsUse verbs to convey a sense of past, present, and futureProduce and expand complete simple and compound declarative,

interrogative, imperative, and exclamatory sentencesCapitalize dates and names of peopleUse end punctuation for sentencesUse commas in dates and to separate single words in a series

2nd GradeUse collective nounsForm and use frequently occurring irregular plural nounsUse reflexive pronounsForm and use the past tense of frequently occurring irregular verbsUse adjectives and adverbs, and choose between them depending

on what is to be modifiedProduce, expand, and rearrange complete simple and compound

sentencesCapitalize holidays, product names, and geographic namesUse commas in greetings and closings of lettersUse an apostrophe to form contractions and possessives

3rd GradeExplain the function of nouns, pronouns, verbs, adjectives, and

adverbs in general and their functions in particular sentencesForm and use regular and irregular plural nounsUse abstract nounsForm and use regular and irregular verbsEnsure subject-verb and pronoun-antecedent agreementForm and use comparative and superlative adjectives and adverbs,

and choose between them depending on what is to be modifiedUse coordinating and subordinating conjunctionsProduce simple, compound, and complex sentencesCapitalize appropriate words in titlesUse commas in addressesUse commas and quotation marks in dialogueForm and use possessivesUse conventional spelling for high-frequency and other studied

words and for adding suffixes to base words

4th GradeUse relative pronouns and relative adverbsForm and use the progressive verb tensesUse modal auxiliaries to convey various conditionsOrder adjectives within sentences according to conventional patternsForm and use prepositional phrasesCorrectly use frequently confused words Use commas and quotation marks to mark direct speech and

quotations from a textUse a comma before a coordinating conjunction in a compound

sentence

50


5th GradeExplain the function of conjunctions, prepositions, and interjections

in general and their function in particular sentencesForm and use the perfect verb tensesUse verb tense to convey various times, sequences, states, and

conditionsRecognize and correct inappropriate shifts in verb tenseUse correlative conjunctionsUse punctuation to separate items in a seriesUse a comma to separate an introductory element from the rest of

the sentenceUse a comma to set off the words yes and no, to set off a tag

question from the rest of the sentence, and to indicate direct address

Use underlining, quotation marks, or italics to indicate titles of works

6th GradeEnsure that pronouns are in the proper caseUse intensive pronounsRecognize and correct inappropriate shifts in pronoun number and

personRecognize and correct vague pronounsRecognize variations from standard English in their own and others’

writing and speaking, and identify and use strategies to improve expression in conventional language

Use punctuation to set off nonrestrictive/parenthetical elements

7th GradeExplain the function of phrases and clauses in general and their

function in specific sentencesChoose among simple, compound, complex, and compound-

complex sentences to signal differing relationships among ideasPlace phrases and clauses within a sentence, recognizing and

correcting misplaced and dangling modifiersUse a comma to separate coordinate adjectives

8th GradeExplain the function of verbals (gerunds, participles, infinitives) in

general and their function in particular sentencesForm and use verbs in the active and passive voiceForm and use verbs in the indicative, imperative, interrogative,

conditional, and subjunctive moodRecognize and correct inappropriate shifts in verb voice and moodUse punctuation (comma, ellipsis, dash) to indicate a pause or breakUse an ellipsis to indicate an omission

9th/10th GradeUse parallel structureUse a semicolon (and perhaps a conjunctive adverb) to link two or

more closely related independent clausesUse a colon to introduce a list or quotation

11th/12th GradeApply the understanding that usage is a matter of convention, can

change over time, and is sometimes contested Resolve issues of complex or contested usage, consulting

references Observe hyphenation conventions

51


ARIZONA ENGLISHLANGUAGE ARTS

STANDARDS

52

Arizona’s English Language Arts Standards – 9-10th GradeReading Standards for LiteratureKey Ideas and Details

9-10.RL.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

9-10.RL.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

9-10.RL.3 Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.

Craft and Structure

9-10.RL.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone.

9-10.RL.5 Analyze how an author’s choices concerning how to structure a text, order events within it, and manipulate time create such effects as mystery, tension, or surprise.

9-10.RL.6 Analyze how points of view and/or cultural experiences are reflected in works of literature, drawing from a variety of literary texts.


9-10.RL.7 Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment.

9-10.RL.8 (Not applicable to literature)

9-10.RL.9 Analyze how an author draws on and transforms source material in a specific work.


9-10.RL.10

By the end of the year, proficiently and independently read and comprehend literature, including stories, drama, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grades 9.

By the end of the year, proficiently and independently read and comprehend literature, including stories, drama, and poetry, in a text complexity range determined by qualitative and quantitative measures appropriate to grades 10.

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Arizona’s English Language Arts Standards – 9-10th GradeReading Standards for Informational TextKey Ideas and Details

9-10.RI.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

9-10.RI.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

9-10.RI.3 Analyze how the author constructs an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.

Craft and Structure

9-10.RI.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone.

9-10.RI.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

9-10.RI.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.


9-10.RI.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.

9-10.RI.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

9-10.RI.9 Analyze seminal/primary documents of historical and literary significance, including how they address related themes and concepts.


9-10.RI.10 By the end of the year, proficiently and independently read and comprehend informational texts and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grade 9.

By the end of the year, proficiently and independently read and comprehend informational texts and nonfiction in a text complexity range determined by qualitative and quantitative measures appropriate to grade 10.

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Arizona’s English Language Arts Standards – 9-10th GradeWriting StandardsText Types and Purposes

9-10.W.1

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.e. Provide a concluding statement or section that follows from and supports the argument presented.

9-10.W.2

Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.e. Establish and maintain a formal style and an appropriate tone while attending to the norms and conventions of the discipline in which they are writing.f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

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Arizona’s English Language Arts Standards – 9-10th GradeWriting StandardsText Types and Purposes

9-10.W.3

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.a. Engage and orient the reader by setting out a problem, situation, or observation, establishing one or multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.b. Use narrative techniques, such as dialogue, pacing, description, reflection, and multiple plot lines, to develop experiences, events, and/or characters.c. Use a variety of techniques to sequence events so that they build on one another to create a coherent whole.d. Use precise words and phrases, relevant descriptive details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters.e. Provide a conclusion that follows from and reflects on what is experienced, observed, or resolved over the course of the narrative.

Production and Distribution of Writing

9-10.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)

9-10.W.5Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10.)

9-10.W.6 Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking advantage of technology's capacity to link to other information and to display information flexibly and dynamically.

Research to Build and Present Knowledge

9-10.W.7Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

9-10.W.8Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

9-10.W.9Draw evidence from literary or informational texts to support analysis, reflection, and research.a. Apply grades 9-10 Reading standards to literature.b. Apply grades 9-10 Reading standards to informational and nonfiction text.

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Arizona’s English Language Arts Standards – 9-10th GradeWriting StandardsRange of Writing

9-10.W.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.

Speaking and Listening StandardsComprehension and Collaboration

9-10.SL.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed.c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections based on the evidence and reasoning

9-10.SL.2 Integrate multiple sources of information presented in diverse media and formats, evaluating the credibility and accuracy of each source.

9-10.SL.3 Evaluate a speaker’s point of view, reasoning, use of evidence, and use of rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Presentation of Knowledge and Ideas

9-10.SL.4Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task; use appropriate eye contact, adequate volume, and clear pronunciation.

9-10.SL.5 Make strategic use of digital media in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

9-10.SL.6 Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See grades 9–10 Language standards 1 and 3 for specific expectations.)

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Arizona’s English Language Arts Standards – 9-10th GradeLanguage StandardsConventions of Standard English

9-10.L.1

Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking.a. Use parallel structure.

b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, and absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

9-10.L.2

Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing.a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.b. Use a colon to introduce a list or quotation.c. Use correct spelling.

Knowledge of Language

9-10.L.3Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.a. Write and edit work so that it conforms to the guidelines in a style manual.

Vocabulary Acquisition and Use

9-10.L.4

Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.a. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).b. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.d. Verify the preliminary determination of the meaning of a word or phrase.

9-10.L.5Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.b. Analyze nuances in the meaning of words with similar denotations.

9-10.L.6Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

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